T e a c hing the T e a c he r: Stra te g ie s for Inc orpora - - PowerPoint PPT Presentation

T e a c hing the T e a c he r: Stra te g ie s for Inc orpora ting Informa tion L ite ra c y Compe te nc ie s into Da ily L e sson Pla ns

Led by Bethany McGowan, MLIS, MS

We lc ome to c lass!

In this course K-12, primary and secondary education, teachers learn to incorporate information literacy practices into daily lesson plans. By the end of this course you’ll be able to:

• 1. Recognize information needs by identifying and clearly defining the problem to be

solved,

• 2. Decide the appropriate amount of information needed to address a problem,
• 3. Access and critically assess information sources,
• 4. Access and use information ethically and legally,
• 5. Understand the economic, legal, and social issues surrounding information use
• 6. Establish collaborations with your school librarian

Time me C Commi mmitme ment

Each week you can expect to spend:

➔ 60 min inutes, in in-class l ss lectures

Sessions will be available live and also recorded for future viewing

➔ 60 60-90 90 minutes es, req equired ed r rea eading

2-3 scholarly articles will be assigned as required reading each week

➔ 60-90

90 minutes, s, c class ss assi ssignments s

Redesign an existing lesson plan and participation in class discussions

Ove r the ne xt five we e ks, we ’ll disc uss:

• Re c o g nizing I

nfo rma tio n Ne e ds in We e k 2

• I

nfo rma tio n L ite ra c y Pro fic ie nc y: Asse ssing I nfo rma tio n L ite ra c y Ne e ds in We e k 3

• E

thic a l a nd L e g a l Ra mific a tio ns o f I nfo rma tio n Ac c e ss in We e k 4

• E

c o no mic a nd So c ia l Ra mific a tio ns o f I nfo rma tio n in We e k 5

We lc ome to We e k 1: Cour se Intr

• duc tion

We e k 1: Course Introduc tion This week we’ll:

• Define course goals and objectives
• Complete an entry Behavior Assessment
• Learning Activity:

Select an existing lesson plan to redesign

• Learning Activity:

Create a Pinterest account

• Learning Activity:

Post an introduction and biography in the course forum

• Q&A, in class and in the course forum

Cour se Age nda

We e k 2: Re c og nizing Informa tion Ne e ds

• Re q uire d Re a ding s:
• Hsie h, M. L

., Da wso n, P. H., Ho fma nn,

• M. A., T

itus, M. L ., & Ca rlin, M. T . (2014). F

• ur pe da g o g ic a l

a ppro a c he s in he lping stude nts le a rn info rma tio n lite ra c y skills. T he Jo urnal

• f Ac ade mic L

ib rarianship, 40(3), 234- 246.

• T
• wnse nd, L

., Brune tti, K ., & Ho fe r, A.

• R. (2011). T

hre sho ld c o nc e pts a nd info rma tio n lite ra c y. po rtal: L ib rarie s and the Ac ade my, 11(3), 853-869.

• Asse ssme nt: In-c la ss Quiz
• L

e a rning Ac tivity: Gro up 1 will le a d the c la ss in a disc ussio n o n the we e k’ s re a ding

• L

e a rning Ac tivity: Pin a po st re la te d to info rma tio n ne e ds to the c o urse Pinte re st b o a rd. Re spo nd to a t le a st two o the r pins.

• Assig nme nt 1: Re de sig n le sso n

pla n, Pa rt 1

• Q&A in c la ss a nd/ o r in the c o urse

fo rum

We e k 3: Asse ssing Informa tion L ite ra c y Ne e ds

• Re q uire d Re a ding :
• Smith, J. K

., Give n, L . M., Julie n, H., Oue lle tte , D., & De L

• ng , K

. (2013). Info rma tio n lite ra c y pro fic ie nc y: Asse ssing the g a p in hig h sc ho o l stud e nts' re a d ine ss fo r und e rg ra d ua te a c a d e mic wo rk. L ib rary & I nfo rmatio n Sc ie nc e Re se arc h, 35(2), 88- 96.

• Ne sse t, V. (2013). T

wo re pre se nta tio ns o f the re se a rc h pro c e ss: T he pre pa ring , se a rc hing , a nd using (PSU) a nd the b e g inning , a c ting a nd te lling (BAT ) mo d e ls. L ib rary & I nfo rmatio n Sc ie nc e Re se arc h, 35(2), 97-106.

• Ma c e d o -Ro ue t, M., Bra a sc h, J. L

., Britt, M. A., & Ro ue t, J. F . (2013). T e a c hing fo urth a nd fifth g ra d e rs to e va lua te info rma tio n so urc e s d uring te xt c o mpre he nsio n. Co g nitio n and I nstruc tio n, 31(2), 204-226.

• Asse ssme nt: I

n-c la ss q uiz

• L

e a rning Ac tivity: Gro up 2 will le a d the c la ss in a disc ussio n o n the we e k’ s re a ding .

• L

e a rning Ac tivity: Pin a po st re la te d to info rma tio n ne e ds to the c o urse Pinte re st b o a rd. Re spo nd to a t le a st two o the r pins.

• Assig nme nt 2: Re de sig n le sso n

pla n, Pa rt 2

• Q&A, in c la ss a nd in the Co urse

F

• rum

We e k 4: E thic a l a nd L e g a l Ra mific a tions of Informa tion Ac c e ss

• Re q uire d Re a ding s:
• Ritzha upt, A. D., L

iu, F ., Da wso n, K ., & Ba rro n, A. E . (2013). Diffe re nc e s in stud e nt info rma tio n a nd c o mmunic a tio n te c hno lo g y lite ra c y b a se d o n so c io - e c o no mic sta tus, e thnic ity, a nd g e nd e r: E vid e nc e o f a d ig ita l d ivid e in F lo rid a sc ho o ls. Jo urnal o f Re se arc h o n T e c hno lo g y in E duc atio n, 45(4), 291-307.

• Sid d iq , F

., Sc he re r, R., & T

• nd e ur, J. (2016).

T e a c he rs' e mpha sis o n d e ve lo ping stud e nts' d ig ita l info rma tio n a nd c o mmunic a tio n skills (T E DDICS): A ne w c o nstruc t in 21st c e ntury e d uc a tio n. Co mpute rs & E duc atio n, 92, 1-14.

• I

n-c la ss q uiz

• L

e a rning Ac tivity: Gro up 3 will le a d the c la ss in a disc ussio n o n the we e k’ s re a ding .

• L

e a rning Ac tivity: Pin a po st re la te d to info rma tio n a c c e ss to the c o urse Pinte re st b o a rd. Re spo nd to a t le a st two o the r pins.

• Assig nme nt 3: Re de sig n le sso n pla n, Pa rt 3
• Optio n to jo in L

inke dI n Alumni g ro up

• Q&A, in c la ss a nd in the Co urse F
• rum

We e k 5: E c onomic a nd Soc ia l Ra mific a tions of Informa tion Ac c e ss

• Re q uire d Re a ding
• Hirshle ife r, J. (1971). T

he priva te a nd so c ia l va lue o f info rma tio n a nd the re wa rd to inve ntive a c tivity. T he Ame ric an E c o no mic Re vie w, 61(4), 561-574.

• E

lmbo rg , J. (2016). T e nd ing the Ga rd e n o f L e a rning : L ife lo ng L e a rning a s Co re L ib ra ry Va lue . lib rary tre nds, 64(3), 533-555.

• I

n-c la ss Quiz

• L

e a rning Ac tivity: Gro up 4 will le a d the c la ss in a disc ussio n o n the we e k’ s re a ding .

• L

e a rning Ac tivity: Pin a po st re la te d to info rma tio n a c c e ss to the c o urse Pinte re st b o a rd. Re spo nd to a t le a st two o the r pins.

• Assig nme nt 4: Re de sig n le sso n pla n, fina l

pa rt

• Co mple te Be ha vio r Asse ssme nt
• Co mple te Co urse Asse ssme nt

Ac c e ssibility Polic y

We are committed to ensuring that this course and its content are accessible to people with disabilities. The course and its resources meet W 3C W AI's W eb Content Accessibility Guidelines 2.0, Level AA

• conformance. Any issues should be reported to

webmaster_ @ d4l.com

Code of Conduc t

This course is committed to fostering an online learning environment free of harassment. Verbal or written conduct that is unwelcome, or that denigrates or shows hostility will not be tolerated. Harassment of any form is strictly against course policy and may result in disciplinary action.

Gr ading Sc he me

Assig nme nt 1: 10 pts Sc o re d Gro up Disc ussio n: 20 pts Assig nme nt 2: 10 pts I n-Cla ss Quizze s:

5 pts/ we e k fo r 20 pts

Assig nme nt 3: 10 pts So c ia l Me dia I nte ra c tio n: 5pts/ we e k

fo r 20 pts

Assig nme nt 4: 10 pts

Cour se Par tic ipation Rubr ic

Gr ading Sc ale

Point Sc a le L e tte r Gr a de Pe r c e nt Conve r sion

4 A 96-100 3.5 A- 90-95 3 B 86-89 2.5 B- 80-85 2 C 76-79 1.5 C- 70-75 1 D 66-69 F 0-65

F

• r this we e k, yo u sho uld

ha ve a lre a dy se le c te d

a le sson plan, whic h

we ’ ll wo rk to re de sig n thro ug ho ut the c o urse .

T ip:

If po ssib le , yo ur se le c te d le sso n pla n sho uld b e o ne yo u ha ve ta ug ht b e fo re .

Soc ial Me dia Use

Yo u will se t up a Pinte re st a c c o unt a nd b e a d d e d a s a c o lla b o ra to r o n the c o urse ’ s priva te Pinte re st b o a rd . E a c h we e k yo u’ ll b e re spo nsib le fo r find ing a re so urc e re la te d to the we e k’ s to pic a nd sha ring it with the c la ss b y pinning it to the c o urse ’ s b o a rd . Pins c a n link to re la te d a rtic le s, to o ls, o r re so urc e s. T he c o urse b o a rd will se rve a s a n a rc hive o f re so urc e s tha t c a n b e re visite d , e ve n a fte r the c o urse e nd s Yo u will a lso use the Co mme nts se c tio n to re spo nd to a t le a st two o the r pins pinne d b y c la ssma te s.

T ip

We ’ ll b e using Pinte re st to c o lla b o ra te a nd sha re re so urc e s. A g uid e fo r using Pinte re st is a va ila b le he re . Use the c o urse fo rum to sha re yo ur Pinte re st use rna me with the c la ss.

2-minute I ntro to Pinte re st Vide o :

Sc or e d Gr

• up Disc ussion

E a c h we e k a g ro up will b e re spo nsib le fo r summa rizing , a sse ssing , a nd le a ding the c la ss in a c o nve rsa tio n b a se d o n the we e k’ s re q uire d re a ding . E a c h g ro up me mb e r is e xpe c te d to c o ntrib ute to the c o nve rsa tio n, a nd will b e a sse sse d b a se d o n the rub ric fo r sc o re d g ro up disc ussio n.

E ntr y Be havior Asse ssme nt

Next, you’ll complete an assessment that will provide me with an idea of your teaching experience, your level of comfort with technology, and your course expectations. The assessment won’t be graded, but will be used to guide course discussions and establish groups.